PROGRAMME SPECIFICATION
for a Programme Leading to an Award of
BSc Wildlife Conservation
The University of Northampton
1 Awarding Institution
The University of Northampton
2 Teaching Institution
The University of Northampton and
Moulton College
3 Programme Accreditation
N/A
4 Final Award
BSc (Hons)
5 Title of
Programme/Route/Pathway
Wildlife Conservation
6 UCAS Code
C150 BSc/CBiol
7 Benchmarking Group (QAA or
other) where appropriate
Biosciences
8 Educational aims of Programme
BSc Wildlife Conservation is available within the University Modular Framework
degree programme as a Single Honours subject. The management of the subject
falls within the Environmental Science Field and provides students with a strong
training in wildlife conservation with the emphasis on the science underpinning
conservation, with practice in terms of the application of science to conservation
management, and with the opportunity to develop practical skills of use for the
workplace. Wildlife Conservation aims to provide any interested student with a
relevant, progressive, academically challenging, environmentally-focused
educational experience.
Subject Aims
1. To produce graduates equipped to play professional roles in the field of
conservation and biodiversity management
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2. To provide students with an opportunity to develop an understanding of concepts
and principles applied to the conservation of biodiversity.
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To illustrate these concepts and principles with appropriate and relevant
example that can be studied through a variety of media including lectures,
laboratory and field practicals, seminars, tutorials and distance learning.
To show how these concepts and principles relate to policy development and
decision making with respect to the conservation of biodiversity.
To apply these concepts and principles to contemporary issues relating to
wildlife conservation.
3. To enable students to acquire and apply a range of skills appropriate for the
practice of biodiversity conservation.
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To provide students with opportunities to undertake scientific investigations
and develop confidence in scientific approaches whilst at the same time
realising the limitations of the techniques used.
To ensure the use of appropriate and safe practices both in the laboratory
and in the field.
To encourage critical evaluation and the valid interpretation of data collected.
To provide opportunities to develop practical skills in management for wildlife
conservation.
To demonstrate an understanding of current conservation issues and
scientific and policy basis of wildlife conservation.
4. To promote effective skills for obtaining, handling and communicating
information and data.
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To help students become aware of different sources of knowledge and be
mindful of the value and reliability of different kinds of information and data.
To provide students with opportunities to develop the skills necessary to find,
extract, evaluate, analyse, interpret, summarise and communicate
information effectively.
To provide students with opportunities to develop communication skills in
order to pass on findings to others in a meaningful way depending on the
circumstances.
5. To enable students to develop knowledge and understanding of the scientific
process and methods of inquiry appropriate to the science and practice of
conservation biology.
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To encourage students to critically evaluate statements and hypotheses.
To provide situations in which students can develop and test hypotheses
using appropriate methods.
To apply appropriate scientific and practical knowledge and skills to a broad
range of issues in conservation biology.
6. To engender values and attitudes consistent with working in an applied scientific
discipline.
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To promote independence of thought, objectivity and critical faculties.
To encourage recognition and appreciation of the contributions made by
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others to scientific knowledge and its practical application.
To stimulate curiosity and inquiry into phenomena relevant to biodiversity
conservation and an interest in organisms and their relationships with their
environments.
To encourage concern for effective sustainable management and
conservation of the biosphere.
9 Learning outcomes of a programme and teaching, learning and
assessment strategies
The main purposes of the course are to:
 provide a rational, flexibly structured and coherent programme of study which is
relevant to the needs of employers, facilitates the professional development of
the student and lays the foundations for a successful career to the benefit of
society;
 provide a sound knowledge-base in the fields studied and develop the wider
process skills of Information Technology, Communication, Problem Solving,
Team Working and Time/Task Management;
 foster the development of an inquiring, open-minded and creative attitude,
tempered with scientific discipline and social awareness, which encourages
lifelong learning.
Programme Outcomes - the programme provides opportunities for students to
develop and demonstrate knowledge and understanding, qualities, skills and other
attributes in the following areas:
A Knowledge and understanding
A1) It is expected that upon completion
of BSc (Hons) Wildlife Conservation
students will be able to demonstrate
their knowledge and understanding of,
and where appropriate, analyse and
evaluate scientific:
 phenomena, facts, laws, definitions,
concepts and theories,
 vocabulary, terminology and
convention,
 instruments, apparatus, and tools
including aspects of safety,
 quantities and their determination (in
appropriate terms),
 applications with their social,
political and environmental
implications.
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March 2009
A1 – Assessment
Assessment methods are specified in
each module guide. All learning
outcomes in a module are assessed and
the mode of assessment is specified for
each outcome.
Assessments at Level 4 and 5 are by a
combination of time-constrained
assessments (TCAs), coursework, and
exams. TCAs are used in preference to
exams at Level 4 to help promote
student confidence and develop
appropriate exam techniques. The
nature of the coursework varies from
module to module although there is an
emphasis on developing presentation
skills including report-writing, oral
presentations and posters. At Level 6
there is the research dissertation.
A2) evaluate appropriate research,
recognising the strengths and
weaknesses of different explanatory
paradigms and types of relevant data
A3) demonstrate an awareness of the
role of science in decision-making.
A2 – Teaching/learning methods
Lectures, seminars, practicals including
fieldwork at levels 4 and 5; Dissertation,
compulsory and designated modules at
Level 6. In terms of the scientific
literature, there is a progression: at
Level 4 the emphasis is placed on core
texts; at Level 5 the emphasis is shifted
to primary sources.
A2 – Assessment
This is addressed in ENV2036 Research
Methods with an assessment on
hypotheses, and a project proposal
(Level 5); literature review, dissertation
seminar and dissertation at Level 6;
articles and examinations in designated
modules at Level 6.
A3 – Teaching/learning methods
Level 6 both Compulsory and Designated
modules (applied focus);
A3 – Assessment
Articles, literature review, poster,
examination
B Subject specific/practical skills
Teaching/Learning methods
B1) Students will be able to demonstrate
practical skills and abilities to:
 follow and carry out practical
instructions accurately and safely,
 observe, measure and record
accurately and systematically, being
aware of possible sources of
variability, error and uncertainty,
 select apparatus, tools and
equipment as required, and to use
them effectively and safely,
 contribute to the design of scientific
experiments/ investigations for
stated purposes,
 contribute to the decision-making
involved in devising tests to check
the validity of data, conclusions and
generalisations,
 draw conclusions from experimental
observations and other data,
Subject practical skills are developed in
a coordinated and progressive manner
throughout the three levels of the
programme. In the lower levels
attention is focused on the acquisition of
basic skills and safe working practices
through prescribed exercises, while at
higher levels more advanced techniques
and non-prescribed exercises are
introduced. The integration of science
and management is an important aspect
of practical work.
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Laboratory, field and classroom based
practical work at all levels
B1 - Assessment
A variety of assessment methods are
used to assess practical skills. The
emphasis is on formal reports although
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solve problems in a practical context,
critically evaluate experimental
design and results, and to offer
explanations of variability, error and
uncertainty.
other methods such as oral/poster
presentations and diary in order to
assess the ability to meet agreed
courses of action, accuracy, industry,
initiative and professional conduct.
C Key skills
Teaching/learning methods
C1) Students will be able to
demonstrate:
 skills and abilities to apply scientific
concepts and methods to solve
problems.
 practical competency in the use of
appropriate equipment and
techniques.
 their personal skills in the application
of Information Technology.
 their abilities to work both
independently and as part of a team.
All core and designated modules.
C2) Students will be able to use their
individual skills for:
 information retrieval,
 planning and organising their work
effectively and efficiently,
 the manipulation and interpretation
of data and the extraction of other
relevant information,
 the communication of observations,
ideas and arguments in a logical,
concise manner and in appropriate
terms,
 critical evaluation of scientific data
(both their own and of others) to
recognise pattern, to form
hypotheses and deduce relationships,
 making decisions based on the
examination of evidence and
arguments.
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March 2009
C1 - Assessment
All written work; oral and graphical
presentations.
C2 - Teaching/learning methods
All levels.
C2 - Assessment
All.
10 Key skills strategy
See key skills map – Appendix 2
The key skills strategy for the BSc Wildlife Conservation award has been drawn up
within the framework of that for the University Modular Framework and
incorporates the following principles:
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for each ‘skill’ area, the principle of progression has been established, where
possible, to ensure a logical and progressive programme of development.
the reinforcement of particular skills being both acceptable and desirable, as
well as their application in different contexts. Thus, for example, ENV1002
will teach, develop and assess the principles of report writing but this will be
reinforced and developed both within this module and in others at Levels 5
and 6, leading ultimately to the research report as part of the final year
dissertation module (ENV4101).
The use of Personal Academic Tutors and NUPAD processes reinforce key skills
development throughout the programme.
11 Assessment strategy
The assessment strategy for each module has been related to this scheme, though
a number of principles have been agreed for the award as a whole.
These are:
i)
ii)
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the dissertation occurs at Level 6 but preparation in the various skills
required need to be introduced at previous levels;
no single assessment item will normally exceed 3 units of assessment
and most (20 credit) modules are assessed by three items,
guaranteeing a mix of assessment modes for each individual module;
individual presentations in excess of 10 minutes and written
assignments in excess of 2000 words are inappropriate at Level 4.
The award will encourage a diversity of assessment modes.
12 Programme structure
See Award map – Appendix 1.
Details of intermediate awards are available from the UMF handbook.
Successful completion of stage 1 (120 credits at Level 4 or above) =
Certificate of Higher Education
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Successful completion of stage 2 (240 credits including 100 at Level 5 or above) =
Diploma of Higher Education
Successful completion of 300 credits, including 100 at Level 5 or above and 60 at
Level 6 = Degree
Successful completion of stage 3 (360 credits including 100 at Level 5 or above and
120 at Level 6) = Honours degree
13 Admissions Policy and criteria
The University of Northampton admissions policy applies.
14 Assessment Regulations
Modular framework regulations apply, including any proposed supplementary
regulations.
15 Support for learning
A variety of support mechanisms are in place to support students during the
programme. Three interlinking key roles will be pivotal in supporting learning:
Module Tutors; Personal Tutors; Project Supervisors. Module Tutors are the first
port of call for students experiencing difficulties with modules. The Personal Tutor
role also has an academic role in terms of the proper operation of the Personal
Development E-Portfolio through NUPAD. Project Supervisors will take major part in
overseeing the final year's learning for students.
At institutional level support includes those services offered by Library and Learning
Services and Student Services (please refer to The University of Northampton’s
website: http://www.northampton.ac.uk/ and click on current students). In
addition, the Centre for Academic Practice provides support for study skills.
16 Evaluation and quality enhancement
The University of Northampton has several methods of monitoring and enhancing
academic quality and standards, these include:
External Examiners
Boards of Study with student representation
Boards of Examiners
Annual Review at Field and School level
Periodic Subject Review
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Student Evaluation
Moderation Policies
17 Indicators of quality and standards
External examiners over a number of years have been highly complimentary about
standards and the imaginative approaches to teaching and assessment taken on
related awards in the Field of Environmental Science. Positive external examiner
reports may thus be taken as an indicator of quality.
Several full-time members of the subject team are members of the Institute for
Learning and Teaching, and were eligible for inclusion in RAE 2002.
The University of Northampton was ranked joint first in the country in the
categories for teaching quality, and academic support in the Physical Geography
and Environmental Sciences subject area in the 2005 National Student Survey and
joint first in terms of student satisfaction in the 2006 Survey.
In 2004 Moulton College was awarded Beacon College of Excellence status by the
Learning and Skills Council (LSC) in recognition of the high quality education
experience it provides.
18 Date of approval or revision
2007. reviewed at PSR May 2008.
Renamed from BSc Applied Conservation
Biology for 2012/13. Reviewed for PSR
November 2012
19 Appendices
Appendix 1
Award Map (Curriculum Team official
version ONLY)
Appendix 2
Key Skills Map (use templates when
available)
Appendix 3
Assessment Map
Guidance on preparing programme specifications is available on the QAA website
at: http://www.qaa.ac.uk/academicinfrastructure/programSpec/default.asp.
The University of Northampton
Academic Quality and Standards Handbook – Appendix 3J
March 2009